These tools will no longer be maintained as of December 31, 2024. Archived website can be found here. PubMed4Hh GitHub repository can be found here. Contact NLM Customer Service if you have questions.


BIOMARKERS

Molecular Biopsy of Human Tumors

- a resource for Precision Medicine *

126 related articles for article (PubMed ID: 31724163)

  • 1. Making Sense of Number Words and Arabic Digits: Does Order Count More?
    Sella F; Lucangeli D; Cohen Kadosh R; Zorzi M
    Child Dev; 2020 Sep; 91(5):1456-1470. PubMed ID: 31724163
    [TBL] [Abstract][Full Text] [Related]  

  • 2. The knowledge of the preceding number reveals a mature understanding of the number sequence.
    Sella F; Lucangeli D
    Cognition; 2020 Jan; 194():104104. PubMed ID: 31698183
    [TBL] [Abstract][Full Text] [Related]  

  • 3. Preschool children use space, rather than counting, to infer the numerical magnitude of digits: Evidence for a spatial mapping principle.
    Sella F; Berteletti I; Lucangeli D; Zorzi M
    Cognition; 2017 Jan; 158():56-67. PubMed ID: 27788403
    [TBL] [Abstract][Full Text] [Related]  

  • 4. Gesture as a window onto children's number knowledge.
    Gunderson EA; Spaepen E; Gibson D; Goldin-Meadow S; Levine SC
    Cognition; 2015 Nov; 144():14-28. PubMed ID: 26210644
    [TBL] [Abstract][Full Text] [Related]  

  • 5. Differential Development of Children's Understanding of the Cardinality of Small Numbers and Zero.
    Pixner S; Dresen V; Moeller K
    Front Psychol; 2018; 9():1636. PubMed ID: 30319475
    [TBL] [Abstract][Full Text] [Related]  

  • 6. Early numerical foundations of young children's mathematical development.
    Chu FW; vanMarle K; Geary DC
    J Exp Child Psychol; 2015 Apr; 132():205-12. PubMed ID: 25705049
    [TBL] [Abstract][Full Text] [Related]  

  • 7. Early Conceptual Understanding of Cardinality Predicts Superior School-Entry Number-System Knowledge.
    Geary DC; vanMarle K; Chu FW; Rouder J; Hoard MK; Nugent L
    Psychol Sci; 2018 Feb; 29(2):191-205. PubMed ID: 29185879
    [TBL] [Abstract][Full Text] [Related]  

  • 8. Theory of mind, language, and reading: Developmental relations from early childhood to early adolescence.
    Ebert S
    J Exp Child Psychol; 2020 Mar; 191():104739. PubMed ID: 31830710
    [TBL] [Abstract][Full Text] [Related]  

  • 9. Reading Comprehension Mediates the Relationship between Syntactic Awareness and Writing Composition in Children: A Longitudinal Study.
    Tong X; McBride C
    J Psycholinguist Res; 2016 Dec; 45(6):1265-1285. PubMed ID: 26537251
    [TBL] [Abstract][Full Text] [Related]  

  • 10. Language and cognitive predictors of text comprehension: evidence from multivariate analysis.
    Kim YS
    Child Dev; 2015; 86(1):128-44. PubMed ID: 25174258
    [TBL] [Abstract][Full Text] [Related]  

  • 11. The importance of visuospatial abilities for verbal number skills in preschool: Adding spatial language to the equation.
    Georges C; Cornu V; Schiltz C
    J Exp Child Psychol; 2021 Jan; 201():104971. PubMed ID: 32916593
    [TBL] [Abstract][Full Text] [Related]  

  • 12. Relationships between magnitude representation, counting and memory in 4- to 7-year-old children: a developmental study.
    Soltész F; Szucs D; Szucs L
    Behav Brain Funct; 2010 Feb; 6():13. PubMed ID: 20167066
    [TBL] [Abstract][Full Text] [Related]  

  • 13. Approximate number word knowledge before the cardinal principle.
    Gunderson EA; Spaepen E; Levine SC
    J Exp Child Psychol; 2015 Feb; 130():35-55. PubMed ID: 25462030
    [TBL] [Abstract][Full Text] [Related]  

  • 14. Attaching meaning to the number words: contributions of the object tracking and approximate number systems.
    vanMarle K; Chu FW; Mou Y; Seok JH; Rouder J; Geary DC
    Dev Sci; 2018 Jan; 21(1):. PubMed ID: 27981702
    [TBL] [Abstract][Full Text] [Related]  

  • 15. The integration of symbolic and non-symbolic representations of exact quantity in preschool children.
    Jiménez Lira C; Carver M; Douglas H; LeFevre JA
    Cognition; 2017 Sep; 166():382-397. PubMed ID: 28609720
    [TBL] [Abstract][Full Text] [Related]  

  • 16. Spatial and Verbal Routes to Number Comparison in Young Children.
    Sella F; Lucangeli D; Zorzi M
    Front Psychol; 2018; 9():776. PubMed ID: 29881364
    [TBL] [Abstract][Full Text] [Related]  

  • 17. Children's early understanding of number predicts their later problem-solving sophistication in addition.
    Chu FW; vanMarle K; Rouder J; Geary DC
    J Exp Child Psychol; 2018 May; 169():73-92. PubMed ID: 29353706
    [TBL] [Abstract][Full Text] [Related]  

  • 18. An association between understanding cardinality and analog magnitude representations in preschoolers.
    Wagner JB; Johnson SC
    Cognition; 2011 Apr; 119(1):10-22. PubMed ID: 21288508
    [TBL] [Abstract][Full Text] [Related]  

  • 19. Modeling the Early Language Trajectory of Language Development When the Measures Change and Its Relation to Poor Reading Comprehension.
    Petscher Y; Justice LM; Hogan T
    Child Dev; 2018 Nov; 89(6):2136-2156. PubMed ID: 28677872
    [TBL] [Abstract][Full Text] [Related]  

  • 20. Growth of symbolic number knowledge accelerates after children understand cardinality.
    Geary DC; vanMarle K
    Cognition; 2018 Aug; 177():69-78. PubMed ID: 29653398
    [TBL] [Abstract][Full Text] [Related]  

    [Next]    [New Search]
    of 7.